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Maeng, Jennifer L.; Cornell, Dewey; Huang, Francis – Journal of School Violence, 2020
Threat assessment has been proposed as a method for schools to respond to student threats of violence that does not rely on exclusionary discipline practices (e.g., suspension, transfer, expulsion, arrest). The present study compared disciplinary consequences for 657 students in 260 schools using the Comprehensive Student Threat Assessment…
Descriptors: Violence, Discipline Policy, Comparative Analysis, Guidelines
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Burnette, Anna Grace; Konold, Timothy; Cornell, Dewey – Journal of School Violence, 2020
Virginia law mandates the use of threat assessment in all public schools, yet there is little research on grade-level differences. This study investigated a statewide sample of 3,282 threats from 1,021 schools. Threats significantly differed across grade level in demographics, characteristics, and outcome. As grade increased, students were more…
Descriptors: School Safety, Violence, Public Schools, Elementary Schools
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Heilbrun, Anna; Cornell, Dewey; Konold, Timothy – Journal of School Violence, 2018
The overuse of school suspensions has been linked to a host of negative outcomes, including racial disparities in discipline. School climate initiatives have shown promise in reducing these disparities. The present study used the Authoritative School Climate Survey--which measures disciplinary structure and student support as key measures of…
Descriptors: Middle School Students, Authoritarianism, Educational Environment, Suspension
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Lovegrove, Peter J.; Henry, Kimberly L.; Slater, Michael D. – Journal of School Violence, 2012
This study employs latent class analysis to construct bullying involvement typologies among 3,114 students (48% male, 58% White) in 40 middle schools across the United States. Four classes were constructed: victims (15%); bullies (13%); bully/victims (13%); and noninvolved (59%). Respondents who were male and participated in fewer conventional…
Descriptors: Middle School Students, Bullying, Victims, Student Behavior
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Lee, Talisha; Cornell, Dewey – Journal of School Violence, 2010
This study examined the concurrent validity of the Olweus Bully/Victim Questionnaire (BVQ) in a convenience sample of 202 middle school students in central Virginia. This appears to be the first published study to compare BVQ reports of being bullied and of bullying others with independent criteria not subject to shared method variance.…
Descriptors: Middle School Students, Bullying, Validity, Measures (Individuals)
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Thunfors, Peter; Cornell, Dewey – Journal of School Violence, 2008
This study investigated the peer popularity of middle school students involved in bullying. Bullying was assessed by peer report using the School Climate Bullying Survey (SCBS) and popularity was assessed through peer nominations from a student roster. In a sample of 379 middle school students, bullies were among the most popular students in the…
Descriptors: Middle School Students, Bullying, Peer Acceptance, Surveys
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Ashbaughm, Lauren P.; Cornell, Dewey G. – Journal of School Violence, 2008
Sexual harassment is widely viewed as a form of bullying, but has received little attention in studies of middle school students. A survey of 109 6th grade students found that 29% of students reported at least one sexual harassment experience in the past 30 days, with 11% reporting harassment once per week or more. Although boys and girls reported…
Descriptors: Sexual Harassment, Bullying, Middle School Students, Grade 6
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Cornell, Dewey G.; Brockenbrough, Karen – Journal of School Violence, 2004
Bullying studies frequently rely on student self-report to identify bullies and victims of bullying, but research in the broader field of peer aggression makes greater use of other informants, especially peers, to identify aggressors and victims. This study compared self, peer, and teacher identification of bullies and bully victims in a sample of…
Descriptors: Bullying, Identification, Victims of Crime, Aggression